The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students

ABSTRACT

Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs of school-entry students primarily originates from Western contexts, and the exploration of differences in self-beliefs, engagement in learning, and their impact on reading performance among L1 and L2 learners remains uncharted territory. This dearth of knowledge leaves us questioning whether self-concept and self-efficacy function uniquely in shaping the reading development of L1 and L2 children. Research Findings: By conducting multigroup SEM analysis, this study found no significant differences in self-efficacy or self-concept between L1 and L2 Chinese first-grade students. However, it did reveal distinct patterns in their impact: In L1 students, self-efficacy and self-concept predict learning engagement, with self-concept having a stronger influence on reading performance. Conversely, for L2 students, self-efficacy primarily affects their learning engagement, which indirectly impacts reading performance. Practice or Policy: This study enhances our understanding of different roles of self-beliefs in L1 and L2 learning and offers pedagogical insights for language teaching in countries with both ethnic minority and local populations.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data Availability Statement

The data used in this study will not be made publicly available.

Ethics Approval Statement

This study has obtained the necessary ethics approval.

Additional information

Funding

This research project did not receive any funding.